FIRST VERSION, SUMMARY 1: "A STUDENT´S GUIDE TO COLLABORATIVE WRITING TECHNOLOGIES"
In the article "A student´s guide to collaborative writing technologies", Matt Barton and Karl Klint show how students, nowadays, can develop and manage group works in a much easier way using techmologies. Infact, technologies allow students to solve the principal problem of collaborative work, that is face-to-face meetings with all the members, giving them the chance to work together in different places.
With the help of the imaginary scenario of the two students Madison and Dakota, the authors give a series of tools that student can find on Web 2.0 and that can help them in their group work. Firstly, the so called "Prewriting Tools", that is all that tools that can help students in discussing their project each with the other, as well as with other people, in order to visualize how the project will look like. Some of these tools can be social networks (as Twitter or Facebook), that allow a quick exchange of ideas as well as syncronic discussion on the chats; organizing tools (as Doodle, Mindomo or Google Caledar), with which is possible to create a cohesive schedule within the all members in order to know when others are available; research tools (as Google Reader and Zotero), that help in finding sources and sharing knoledge within the net. Secondly, there are what the authors define as "Drafting anf Editing Tools" (as Google Docs, Zotero and Etherpad), which make possible to host documents online and share them with the other group members, as well as the whole word.
In conclusion, technologies have proved to be a students' helpful ally in collaborative works, especially for their "social nature", that allows everyone to share researches, ideas, projects and knowledges in order to benefit one from the other. FIRSTVERSION, SUMMARY 2: "COLLABORATING ONLINE: DIGITAL STRATEGIES FOR GROUP WORK"
Group work is an ability involved in our everyday life, both at school and on the job, that require efficency, organization and the contribution of all the group members. In order to make this happen, Anthony T. Atkins guides us in a step-by-step article ("Collaborating Online: Digital Strategies for Group Work"), in which he explains how technologies can help us in this task.
The first step makes clear how to "assess the project", that means have an inicial face-to-face meeting in order to get to know all the group members,assingne tasks and responsibilities to each one, determine what kind of techologies will be usedans set the feaflines. In this way, rill be provided all the usedul indormationsto the group fpr how to proceed.
The second step is about how to "use tecnhologies to organize the project". Project management tools (as Google Docs) and wikies (as Wikispaces oe Wikipedia) allow users to create and share documents in an electronical space accessible to everyonbe. In this way, the group members have access to the whole material ( Included links and imagies), can share ideas and feedbacks ans edit focuments at any time.
The third and last step, explains the importance of choosing the right technological tools in base of the presentation that the group is asked to provide ( for exemple: Google Docs Presentation tool is perfect for an oral presentation).
In conclusion, technologies help group members, both in school or on the job, to organize better their work, increasing the chance of a great final result. SECOND VERSION, SUMMARY 1 ( Larissa's suggestions ): "A STUDENT´S GUIDE TO COLLABORATIVE WRITING TECHNOLOGIES"
In the article "A student´s guide to collaborative writing technologies", Matt Barton and Karl Klint show how students, nowadays, can develop and manage group works (work) in a much easier way using technologies. In fact, technologies allow students to solve the main problem of collaborative work (which is having face-to-face meetings with all the members) giving them the chance to work together in (from) different places and also in (at) different periods of time.
Introducing the imaginary scenario of the (unnecessary) two students (insert a comma here) Madison and Dakota, the authors give (suggest) a series of tools that students can find on Web 2.0 and that can facilitate them in (unnecessary - delete) their group work. Firstly, the so called "Prewriting Tools", which are all that tools that can support students in discussing their project one with the other (with each other), as well as with other people, in order to visualize how the project will look like (The sentence is quite longa and tis phrase seems out of place. You can delete it) . Some of these tools can be social networks (as Twitter or Facebook), which allow a quick exchange of ideas as well as syncronic discussion on the chats; organizing tools (as Doodle, Mindomo or Google Caledar), with which it is possible to create a cohesive schedule within the all members (rephrase this) in order to know when others are (each member or each one is) available; research tools (as Google Reader and Zotero), which help in finding sources and sharing knowledge within the net. Secondly, there are what the authors define as "Drafting anf Editing Tools" (as Google Docs, Zotero and Etherpad), which make it possible to host documents online and share them with the other group members, as well as the whole word (check spelling).
To sum up, according to Barton and Klint, technologies have proved to be a students' helpful ally (a helpful ally to students) in collaborative works (uncountable), (period) Especially for (I prefer: because of) their "social nature", that allows everyone to share researches (uncountable), ideas, projects and knowledges (uncountable) (insert a comma here) in order to benefit one from the other (I prefer: so that everyone can benefit from each other's contribution).
SECONDVERSION, SUMMARY 2 ( Larissa'a suggestions ): "COLLABORATING ONLINE: DIGITAL STRATEGIES FOR GROUP WORK"
Group work is an ability (group work is not an ability) involved in our everyday life, both at school and on the job (not used > at work), that requires efficiency, organization and the contribution of all the group members (be careful with long sentences). In order to make this happen, Anthony T. Atkins guides the readers in a step-by-step article ("Collaborating Online: Digital Strategies for Group Work"), in which he explains how technologies can help them in this task.
The first step makes clear how to "assess the project", that means have an inicial face-to-face meeting in order to get to know all the group members, assingne tasks and responsibilities to each one, determine what kind of techologies will be used and set the deadlines (This sentence is very long and confusing, I suggest you rewrite it. Check the spelling errors.). Thus, will be provided all the useful information to the group for how to proceed (change the order of the words in the sentence so that it is clearer to read: Thus, useful information of how to proceed...).
The second step is about how to "use tecnhologies to organize the project". Project management tools (as Google Docs) and wikies (as Wikispaces oe Wikipedia) allow users to create and share documents in an electronical space accessible to everyone. Hence, the group members have access to the whole material (including links and images), they can share ideas and feedbacks (give feedback?) and edit documents at any time.
The third and last step explains the importance of choosing the right technological tools in base of the (unclear) presentation that the group is asked to provide (for exemple: the Google Docs Presentation tool is perfect for an oral presentation).
In conclusion, technologies help group members (both in (at) school or on the job) to organize better their work (organize their work better), increasing the chances of a great final result.
FINAL VERSION, SUMMARY 1 : "A STUDENT´S GUIDE TO COLLABORATIVE WRITING TECHNOLOGIES"
In the article "A student´s guide to collaborative writing technologies", Matt Barton and Karl Klint show how students, nowadays, can develop and manage group work in a much easier way using technologies. In fact, technologies allow students to solve the main problem of collaborative work (which is having face-to-face meetings with all the members), giving them the chance to work together from different places and also at different period of time.
Introducing the imaginary scenario of two students,Madison and Dakota, the authors suggest a series of tools that students can find on Web 2.0 and that can facilitate their group work. Firstly, the so called "Prewriting Tools", which are all that tools that can support students in discussing their project with each other, as well as with other people. Some of these tools can be social networks (as Twitter or Facebook), which allow a quick exchange of ideas as well as syncronic discussion on the chats; organizing tools (as Doodle, Mindomo or Google Caledar), with which it is possible to create a cohesive working schedule, in order to know when each member is available; research tools (as Google Reader and Zotero), which help in finding sources and sharing knowledge within the net. Secondly, there are what the authors define as "Drafting and Editing Tools" (as Google Docs, Zotero and Etherpad), which make it possible to host documents online and share them with the other group members, as well as the whole world.
To sum up, according to Barton and Klint, technologies have proved to be a helpful ally to students in collaborative work. Especially because of their "social nature", that allows everyone to share research, ideas, projects and knowledge, so that everyone can benefit from each other's contribution.
FINALVERSION, SUMMARY 2 : "COLLABORATING ONLINE: DIGITAL STRATEGIES FOR GROUP WORK"
The ability to work in a team is involved in our everyday life, both at school and at work. This skill requires efficiency, organization and the contribution of all the group members. In order to make this happen, Anthony T. Atkins guides the readers in a step-by-step article ("Collaborating Online: Digital Strategies for Group Work"), in which he explains how technologies can help them in this task.
The first step makes clear how to "assess the project". This means have an initial face-to-face meeting in order to get to know all the group members, assigne tasks and responsibilities to each one, determine what kind of technologies will be used and, finally, set the deadlines. Thus, all the useful information of how to proceed will be provided to the group.
The second step is about how to "use tecnhologies to organize the project". Project management tools (as Google Docs) and wikies (as Wikispaces or Wikipedia) allow users to create and share documents in an electronical space accessible to everyone. Hence, the group members have access to the whole material (including links and images), they can share ideas, give feedback and edit documents at any time.
The third and last step explains the importance of choosing the right technological tools to present the final project. That means the tool that is more coherent with the presentation that the group is asked to provide (for example: the Google Docs Presentation tool is perfect for an oral presentation).
In conclusion, according to Anthony T. Atkins, technologies help group members (both at school or at work) to organize their work in a more efficient way, increasing the chances of a great final result.
"A STUDENT´S GUIDE TO COLLABORATIVE WRITING TECHNOLOGIES"
In the article "A student´s guide to collaborative writing technologies", Matt Barton and Karl Klint show how students, nowadays, can develop and manage group works in a much easier way using techmologies. Infact, technologies allow students to solve the principal problem of collaborative work, that is face-to-face meetings with all the members, giving them the chance to work together in different places.
With the help of the imaginary scenario of the two students Madison and Dakota, the authors give a series of tools that student can find on Web 2.0 and that can help them in their group work. Firstly, the so called "Prewriting Tools", that is all that tools that can help students in discussing their project each with the other, as well as with other people, in order to visualize how the project will look like. Some of these tools can be social networks (as Twitter or Facebook), that allow a quick exchange of ideas as well as syncronic discussion on the chats; organizing tools (as Doodle, Mindomo or Google Caledar), with which is possible to create a cohesive schedule within the all members in order to know when others are available; research tools (as Google Reader and Zotero), that help in finding sources and sharing knoledge within the net. Secondly, there are what the authors define as "Drafting anf Editing Tools" (as Google Docs, Zotero and Etherpad), which make possible to host documents online and share them with the other group members, as well as the whole word.
In conclusion, technologies have proved to be a students' helpful ally in collaborative works, especially for their "social nature", that allows everyone to share researches, ideas, projects and knowledges in order to benefit one from the other.
FIRST VERSION, SUMMARY 2:
"COLLABORATING ONLINE: DIGITAL STRATEGIES FOR GROUP WORK"
Group work is an ability involved in our everyday life, both at school and on the job, that require efficency, organization and the contribution of all the group members. In order to make this happen, Anthony T. Atkins guides us in a step-by-step article ("Collaborating Online: Digital Strategies for Group Work"), in which he explains how technologies can help us in this task.
The first step makes clear how to "assess the project", that means have an inicial face-to-face meeting in order to get to know all the group members,assingne tasks and responsibilities to each one, determine what kind of techologies will be usedans set the feaflines. In this way, rill be provided all the usedul indormationsto the group fpr how to proceed.
The second step is about how to "use tecnhologies to organize the project". Project management tools (as Google Docs) and wikies (as Wikispaces oe Wikipedia) allow users to create and share documents in an electronical space accessible to everyonbe. In this way, the group members have access to the whole material ( Included links and imagies), can share ideas and feedbacks ans edit focuments at any time.
The third and last step, explains the importance of choosing the right technological tools in base of the presentation that the group is asked to provide ( for exemple: Google Docs Presentation tool is perfect for an oral presentation).
In conclusion, technologies help group members, both in school or on the job, to organize better their work, increasing the chance of a great final result.
SECOND VERSION, SUMMARY 1 ( Larissa's suggestions ):
"A STUDENT´S GUIDE TO COLLABORATIVE WRITING TECHNOLOGIES"
In the article "A student´s guide to collaborative writing technologies", Matt Barton and Karl Klint show how students, nowadays, can develop and manage group works (work) in a much easier way using technologies. In fact, technologies allow students to solve the main problem of collaborative work (which is having face-to-face meetings with all the members) giving them the chance to work together in (from) different places and also in (at) different periods of time.
Introducing the imaginary scenario of the (unnecessary) two students (insert a comma here) Madison and Dakota, the authors give (suggest) a series of tools that students can find on Web 2.0 and that can facilitate them in (unnecessary - delete) their group work. Firstly, the so called "Prewriting Tools", which are all that tools that can support students in discussing their project one with the other (with each other), as well as with other people, in order to visualize how the project will look like (The sentence is quite longa and tis phrase seems out of place. You can delete it) . Some of these tools can be social networks (as Twitter or Facebook), which allow a quick exchange of ideas as well as syncronic discussion on the chats; organizing tools (as Doodle, Mindomo or Google Caledar), with which it is possible to create a cohesive schedule within the all members (rephrase this) in order to know when others are (each member or each one is) available; research tools (as Google Reader and Zotero), which help in finding sources and sharing knowledge within the net. Secondly, there are what the authors define as "Drafting anf Editing Tools" (as Google Docs, Zotero and Etherpad), which make it possible to host documents online and share them with the other group members, as well as the whole word (check spelling).
To sum up, according to Barton and Klint, technologies have proved to be a students' helpful ally (a helpful ally to students) in collaborative works (uncountable), (period) Especially for (I prefer: because of) their "social nature", that allows everyone to share researches (uncountable), ideas, projects and knowledges (uncountable) (insert a comma here) in order to benefit one from the other (I prefer: so that everyone can benefit from each other's contribution).
SECOND VERSION, SUMMARY 2 ( Larissa'a suggestions ):
"COLLABORATING ONLINE: DIGITAL STRATEGIES FOR GROUP WORK"
Group work is an ability (group work is not an ability) involved in our everyday life, both at school and on the job (not used > at work), that requires efficiency, organization and the contribution of all the group members (be careful with long sentences). In order to make this happen, Anthony T. Atkins guides the readers in a step-by-step article ("Collaborating Online: Digital Strategies for Group Work"), in which he explains how technologies can help them in this task.
The first step makes clear how to "assess the project", that means have an inicial face-to-face meeting in order to get to know all the group members, assingne tasks and responsibilities to each one, determine what kind of techologies will be used and set the deadlines (This sentence is very long and confusing, I suggest you rewrite it. Check the spelling errors.). Thus, will be provided all the useful information to the group for how to proceed (change the order of the words in the sentence so that it is clearer to read: Thus, useful information of how to proceed...).
The second step is about how to "use tecnhologies to organize the project". Project management tools (as Google Docs) and wikies (as Wikispaces oe Wikipedia) allow users to create and share documents in an electronical space accessible to everyone. Hence, the group members have access to the whole material (including links and images), they can share ideas and feedbacks (give feedback?) and edit documents at any time.
The third and last step explains the importance of choosing the right technological tools in base of the (unclear) presentation that the group is asked to provide (for exemple: the Google Docs Presentation tool is perfect for an oral presentation).
In conclusion, technologies help group members (both in (at) school or on the job) to organize better their work (organize their work better), increasing the chances of a great final result.
FINAL VERSION, SUMMARY 1 :
"A STUDENT´S GUIDE TO COLLABORATIVE WRITING TECHNOLOGIES"
In the article "A student´s guide to collaborative writing technologies", Matt Barton and Karl Klint show how students, nowadays, can develop and manage group work in a much easier way using technologies. In fact, technologies allow students to solve the main problem of collaborative work (which is having face-to-face meetings with all the members), giving them the chance to work together from different places and also at different period of time.
Introducing the imaginary scenario of two students,Madison and Dakota, the authors suggest a series of tools that students can find on Web 2.0 and that can facilitate their group work. Firstly, the so called "Prewriting Tools", which are all that tools that can support students in discussing their project with each other, as well as with other people. Some of these tools can be social networks (as Twitter or Facebook), which allow a quick exchange of ideas as well as syncronic discussion on the chats; organizing tools (as Doodle, Mindomo or Google Caledar), with which it is possible to create a cohesive working schedule, in order to know when each member is available; research tools (as Google Reader and Zotero), which help in finding sources and sharing knowledge within the net. Secondly, there are what the authors define as "Drafting and Editing Tools" (as Google Docs, Zotero and Etherpad), which make it possible to host documents online and share them with the other group members, as well as the whole world.
To sum up, according to Barton and Klint, technologies have proved to be a helpful ally to students in collaborative work. Especially because of their "social nature", that allows everyone to share research, ideas, projects and knowledge, so that everyone can benefit from each other's contribution.
FINAL VERSION, SUMMARY 2 :
"COLLABORATING ONLINE: DIGITAL STRATEGIES FOR GROUP WORK"
The ability to work in a team is involved in our everyday life, both at school and at work. This skill requires efficiency, organization and the contribution of all the group members. In order to make this happen, Anthony T. Atkins guides the readers in a step-by-step article ("Collaborating Online: Digital Strategies for Group Work"), in which he explains how technologies can help them in this task.
The first step makes clear how to "assess the project". This means have an initial face-to-face meeting in order to get to know all the group members, assigne tasks and responsibilities to each one, determine what kind of technologies will be used and, finally, set the deadlines. Thus, all the useful information of how to proceed will be provided to the group.
The second step is about how to "use tecnhologies to organize the project". Project management tools (as Google Docs) and wikies (as Wikispaces or Wikipedia) allow users to create and share documents in an electronical space accessible to everyone. Hence, the group members have access to the whole material (including links and images), they can share ideas, give feedback and edit documents at any time.
The third and last step explains the importance of choosing the right technological tools to present the final project. That means the tool that is more coherent with the presentation that the group is asked to provide (for example: the Google Docs Presentation tool is perfect for an oral presentation).
In conclusion, according to Anthony T. Atkins, technologies help group members (both at school or at work) to organize their work in a more efficient way, increasing the chances of a great final result.